Emotions have not been regarded as very relevant in education processes, despite early sociologist underlining the importance of feelings in education. The focus of this research is on the teaching of Physical Education at the Primary School level in Spain.
The reflect on the importance of emotions in education from the sociological perspective and present a case study which examines the developmen of Physical Education through play of primary education. In doing this, we have combined the use of participant observation and sociograms within an ethongraphic framework.
Throught our research, we demostrate how, by working on emotions in the teachin of Physical Education, we can make a positive contribution to socialisation.
This is possible because it is easier to develop positive emotions -and more effectively channel and constrain negative emotions- when we handle situations of cooperation and competition within a privileged socializing framework such as play